Working Together for Staff and Volunteers Training Notes

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Contents Introduction 4

Session 1: Integration (15 minutes) 7

Session 2: Introduction and Core Values (15 minutes) 8

Session 3: Understanding each other’s position (25 mins) 9

Session 4: Making it work (35 mins) 11

Session 5: Partnership Agreements (25 minutes) 13

Session 6: When things go wrong (15 minutes) 14

Appendix 1: Case Study – Effective working relationships 16

Appendix 2: Partnership Agreement 17

Appendix 3: Example Partnership Agreement 18

Appendix 4: Staff and Volunteer Relationship Policy 19

Appendix 4: National Volunteer/ Staff Protocol 22

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Introduction Who is working together for volunteers and staff aimed at? There are two different target audiences for this training module. The primary audience are those staff and headquarters volunteers who have, or who are likely to have, long term working relationships with each other. The secondary audience are all other staff of the Association who have less prolonged contact with individual volunteers but who, nevertheless, need to understand and operate in accordance with the National Volunteers and Staff Policy. The whole module will therefore be undertaken by all staff and headquarters volunteers who regular working closely together. Specifically, this will be all volunteers for whom it is deemed appropriate in the Personal Learning Plan and all staff for whom it is deemed appropriate by their Line Manager. Other staff will undertake objectives 1-4 as part of their staff induction or as a separate training exercise. What does the module contain? The module contains approximately 140 minutes of learning broken down into 6 sessions which can be delivered in a variety of ways. While using this module you will see the following prompts:

Trainer input – guidance on what to deliver to the participants, to help you structure the training sessions.

Trainer note – background notes for your reference on task design and aims of tasks and ideas for running activity session

Tas k – activities or discussions for participants to undertake.

Whole group discussion – a discussion or collective brainstorm with all of the participants.

Report back – participants providing feedback to the whole group on the activity or discussion they have been undertaking. This is usually facilitator-led.

How is this module validated? There is no requirement to validate this module

Session details 1. Integration (15 minutes) 2. Introduction and core values (15 minutes) 3. Working together (25 mins) 4. Making it work in practice (1hr 15mins) 5. Module Summary (5 minutes)

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The length of these sessions may vary depending on the number and experience of the participants, trainers and facilitators and they may need to be preceded by introduction and/or integration sessions. Ideas can be found at scouts.org.uk/trainersresources.

Planning considerations The module is designed to explore the relationship of staff and volunteers and its value will be greatly diminished if there are not at least representatives of each group present. Ideally there should be an equal number of each to get most benefit from the agreement planning session, but it is possible for either staff or volunteers to ‘role play’ the others role as some will probably have personal experience of being both. It is of most benefit if participants have had some experience of doing their headquarters role, perhaps for several months, so they have some personal experience to draw on.

Length of module The original intention of the session was that it would be 90 - 120 minutes so that it could fit around other activities that volunteers may be attending at HQ rather than having to attend a separate training event. The current running time is 135 minutes. If it is necessary to reduce this it is recommended that the case studies are removed from ‘making it work’. If essential, the ‘good practice’ task in ‘mutual expectations’ can also be cut and the objectives achieved by simply issuing the protocol and discussing it. Both will however reduce the participants’ personal engagement in establishing effective working relationships.

All Staff – Short Version Those objectives for the staff who have limited or irregular content with volunteers would be objectives 1,2,3 and 4. As content they would therefore complete (as a minimum) the Introduction element and be introduced to the Mutual Expectations content of the policy. Integration may be simpler and shorter if staff are familiar with each other. Aim To provide Volunteers and staff with an understanding of how to work together and build an effective work relationship.

Objectives By the end of this module participants should be able to:

1. Articulate the Association’s commitment to effective staff and volunteer working relationships. 2. Outline the content of the National Volunteers and Staff policy statement and Protocol. 3. Discuss the five values defined in our Fundamentals and how they should be demonstrated in working

relationships. 4. Empathise with the situation of others in staff/volunteer working relationships. 5. List challenges and solutions to building effective staff/volunteer working relationship. 6. Establish mutual expectations, appropriate boundaries and agreed ways of working. 7. List ways of maintaining effective partnership working between staff and volunteers over time. 8. Create a partnership working agreement. 9. Know the actions to take when relationships break down.

Methods A series of sessions

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This module may be delivered as a series of training sessions in a variety of time settings. It could be run during an evening, as part of a day’s provision, or as a series of individual sessions. Small group A facilitator or trainer with sufficient experience to lead a group through the subject areas may deliver this module on a small group basis as a series of small group discussions and individual work.

Resources

Flipchart Paper Marker pens and pens Post-it notes Equipment to show the presentation and videos Task equipment (variable) Effective working relationships case study Volunteer / Staff Partnership Agreement Example Volunteer / Staff Partnership Agreement

The resources required for each session are outlined in more detail at the start of the relevant session.

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Session 1: Integration (15 minutes) Overall objective To establish knowledge and understand of particpants roles and experice within Scouting.

Trainer input (5 Minutes)

Introduction Cover domestic arrangements such as fire exits, toilets, phones, tea and coffee and so on. Introduce the course staff; it may be helpful at this stage to state what skills and experiences they have that might be relevant to the course. Explain to participants that this module will build on the established relatiosnships that they may have and encourage new relatiosnships to grow from understanding and setting expectations.

Task (10 Minutes)

Go around the room asking the participants to give their name and their volunteer and staff role In pairs, each participant to interview the other to establish:

If they have or have had (other) volunteering roles How long they have been in their current role What they hope to get from the day Ask each participant to introduce their partner to the rest of the participants

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Session 2: Introduction and Core Values (15 minutes) Overall objective Understand that by working together, great opportunities and #SkillsForLife are created for young people.

Key messages Linked to the overall objective for this module above, there are also a number of key messages that learners should understand and take away with them at the end of this session. These include:

That working together is part of Scouting Values Working together in partnership as Staff and Volunteers is intergual in making Scouting happen

Resources For this session you will need the following resources:

Equipment to show the presentation and video Trainer input (5 Minutes)

Briefly introduce the purpose of the session, Outline the new framework and policy statement (appendix 4). Explain what we are trying to achieve - to make staff and volunteer working relationships as effective as possible, to add the best possible value to what we do. Use as an example of it working at its best when in 2007 less than 50 staff and over 2000 UK volunteers delivered a World Scout Jamboree for 40,000 scouts from 212 countries, a centenary celebration camp on Brownsea Island, a Reunion event for 1957 jamboree participants and a show at the 02 with 2000 members in the cast. The first 3 of these happened simultaneously. Show video clip/slide montage Explain that the protocol is based on the Associations core values

Task (10 Minutes)

In pairs take one (or more) value, discuss what it means in the context or working effectively together and what you might do in practice to demonstrate that value. Share the results identifying good examples, highlight that values are only valuable when they are put into practice.

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Session 3: Understanding each other’s position (25 mins)

Trainer note

For staff groups not undertaking the rest of the module, the mutual expectations and the stages of the protocol for when things go wrong will need to be included at the end of this session [Add 10 minutes]

Trainer input (5 Minutes)

Introduction Explain that this part of the session is to identify and begin to address the real issues that can arise in staff/volunteer relationships and understanding the other group perspective. Highlight that the challenges in working together are often real and need to be addressed rather than being ‘moaned and groaned’ about. Give the typical example that ‘‘they’ are not available when I’m working/doing my scouting so communication if often delayed or difficult. Task preparation Split the participants into separate mixed groups of staff and volunteers. Explain the task is to examine some of these issues.

Task (15 Minutes)

As a group, imagine yourself to be in the opposite role to your current one: i.e. as a national volunteer imagine you are a staff member or as a staff member imagine you are a volunteer. List on a flip chart the challenges you might face in working with the other group. This element of the session will expose real issues and difficulties that some participant have experienced or are struggling to deal with so sensitivity is required. After no more than 10 minutes, ask the groups to stop identifying issues and start a new piece of flip chart paper alongside with suggested solutions to the issues they have listed. Trainer note: if the participants are all from a ‘single occupation’ groups i.e. all staff or all volunteers use the following alternative task. Alternative Task: Divide the group in half. Ask one group to do the task as given above. Ask the other group to do the following: From your perspective in your current role, list on a flip chart the challenges you face in working with the other group (either staff or volunteers).

Report back (5 Minutes)

Compare the lists and highlight common items. These might include: o Not working when I’m working/volunteering o Don’t stick to deadlines o Think they’re in charge

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o Don’t understand my situation o They expect me too….

Work evenings/weekends/during my working day Respond immediately Prioritise ‘their’ work Work to unrealistic timescales

Discuss, and add to, the solutions they have identified. These may include:

o Talking things through/sharing information o Setting parameters o Agreeing working practices o Agreeing limits of authority

Four key issues should emerge or be identified: 1. The need to be empathetic to the needs of others and ‘see things from the other side’ – it is not a one

sided issue 2. The need for agreed foundations - values plus agreed expectations and working methods 3. The need for a working agreement for each working relationship 4. Each of those working relationships will be different

Having established that an agreement is needed, the next element identifies the foundations for any working agreement.

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Session 4: Making it work (35 mins) Overall objective Understand how the rules and personal behaviours, determine if a relationship is going to work.

Key messages Linked to the overall objective for this module above, there are also a number of key messages that learners should understand and take away with them at the end of this session. These include:

Neither staff or volunteers manage each other Establsihing mutual expectations is key in working together

Resources Flipchart Marker pens and pens Equipment to show the presentation and videos

Trainer input (5 Minutes)

Explain that this section is about the ‘ground rules’ for establishing a good working relationship, including what behaviours should be seen and any boundaries that should be established and respected. As a starting point pose the question: ‘What in your experience makes for effective working relationships?’. Take answers and write them on flip chart. Highlight the actions rather than the qualities that are identified. Explain that the way people behave/ act towards each other is often what makes the difference. This sometimes comes from rules or company policy which dictates some behaviours. The Associations ‘ground rules’ are in the policy as a framework. The Association’s relevant ‘rules’ in this area are:

The Trustee Board is ultimately responsible for the performance, accountability and well-being of national volunteers and staff.

National volunteers are appointed by, and responsible to, their volunteer line manager (ultimately reporting to the UK Chief Commissioner).

Staff are appointed by, and responsible to, their line manager (ultimately reporting to the Senior Leadership Team and the Chief Executive).

The Chief Executive and UK Chief Commissioner report to the Board through the Chair of Trustees.

It is a common misconception and occasional cause of disagreement that the staff manage the volunteers or vice versa. Neither is true. [This is a particularly common misconception for staff coming from other charities where typically the staff do manage the volunteers.] The following task is to help identify some good practice and boundaries for effective working, so establishing mutual expectations.

Task (10 Minutes)

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For 2 minutes, think about an excellent team or working group that you are (or have been) part of. Write down what people actually do/ how do they behave that makes it such a good team. Is there anything they specifically don’t do? Using your ideas, in pairs or in groups of three, write down 3 ‘rules’ (mutual expectations) that you would put in place for a new team and one boundary that should not be broken.

Report back (5 Minutes)

Briefly compare the lists, highlighting common themes and ideas.

Trainer note

It is not critical that this task is fully completed, as the mutual expectations from the policy will be shared later in the session. Issue the case study (Appendix 1) handout and introduce the next task.

Task (10 Minutes)

Consider the case study and identify what good practice it contains and how their working relationship could be improved. Briefly compare their ideas, highlighting common themes.

Trainer note

If the group is not too large then feedback can be taken in plenary direct from individual participants. If not then time should be allowed for participants to discuss their views in pair before reporting back

Report back (5 Minutes)

Share the mutual expectations from the policy as a handout. Allow time to read (or read aloud to cater to any additional learner needs if required). Ask if they think there are other items that should be included from their own ideas or items that should be deleted. Mention that they are all written as positive actions/expectations – not a list of ‘Don’t’. Remind participants that each working relationship will be different so other expectations/boundaries might be set, but it is useful to have a consistent list particularly when working with others outside of your ‘normal’ group.

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Session 5: Partnership Agreements (25 minutes)

Trainer input (5 Minutes)

Explain that the next segment is about having a go at creating a partnership agreement. This would be done at the start of a new working relationship such as following a new appointment or at the start of a new agreed piece of work. Each agreement will be different and there will be a number of variables. Common variables in the agreement will include: time availability, work pattern, % of work this relationship represents. These will also change regularly, either permanently (change of job, working pattern or responsibilities, family situation) or temporarily (holidays, family crisis, secondments, illness) so they will need reviewing over time. Each partner should identify in percentage terms the time that they have available in regard to any one piece of work/relationship. This will not be exact of course but it is extremely helpful to have some idea. As an example, a particular piece of work is 1 of 10 that a staff member is currently handling and their 8th priority, so will only be worked on perhaps 5% of their time (2 hours a week). Or that a piece of work is a volunteers sole 100% commitment (with perhaps 15 hrs a week available) or is one project of many for them and will only be given a 10% commitment (an hour a week). New partnership agreements can only be created by a frank and honest discussion between the two parties. The Association has created a new form to try and capture basic information and the agreement which can be referred back to in the future. A lot of the value of the form is in the discussion it will generate and as an aid to starting a relationship. Distribute the form and completed example. Explain that the participants are going to have a go in pairs at completing the form for a given task. Task preparation Wherever possible, pair participants as one staff member with one volunteer. If the participants are all staff members or all volunteers, the second person should be ‘vice chair’ or ‘deputy staff support’ rather than trying to role play a staff member or volunteer.

Task (15 Minutes)

In addition to everything else you are currently doing, you have agreed to undertake a further piece of work. Over the next three months you have agreed to review this training module by holding two 2 hour meetings, one with staff and one with volunteers, followed by a half day meeting to consider the results and make recommendations. Using your real information and current commitments complete the form together (excluding the personal data in the top boxes).

Whole group discussion (5 Minutes)

Review the experience focusing on the value of the form as the starting point for working together and its value as a review tool; there is no need to review the scenario. Stress the need for the form to be constantly updated as variables occur.

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Session 6: When things go wrong (15 minutes) Knowing what to do if things go wrong Highlight that the last element of the new framework is a volunteer/staff protocol. Explain that despite everyone’s best efforts, things will occasionally go wrong and relationships will break down. The protocol puts in place a structure for dealing with those occasions.

Trainer note

This segment is an introduction to the process, not a detailed explanation of the whole process and its implementation. As the trainer, it is unlikely you will know the detailed operation of both processes, so whilst it is appropriate to take questions, be prepared to explain any limits in your knowledge and signpost participants to HR or senior volunteers for more information or advice. The protocol details a two stage process:

1. Raising concerns informally 2. Formal complaint

Expand on the first step highlighting: o The person with concerns should raise it with the other with the intention of solving the issue. o If they feel unsure about raising it directly, then the issue should be raised with that person’s line manager. o The line manager will consider the way forward and the two line managers may have a discussion. o They may agree to use third party support to assist discussions. This may involve:

Both line managers (of the volunteer and the staff member) agreeing ways of working with the individuals concerned; or

The use of an independent mediator.

Stress that even though this step may involve both line managers and others, it is still part of the informal process. When having the discussion to resolve matters, it may be helpful for both parties to refer to: o The Volunteers and Staff Policy including:

The Association’s values base The common mutual expectations Your mutual agreement

Expand on the second step highlighting: o If either a volunteer or a staff member continues to have serious concerns about their working relationship

with a staff member or volunteer or they believe they are being treated unfairly, they should put their complaint formally in writing to their line manager.

In all cases, complaints will be considered according to the behaviour expected in Scouting in line with our values.

o Complaint about a volunteer If a complaint is received from a member of staff about a volunteer, it will be handled according to The Scout Association’s complaint procedure as detailed in chapter 15 of POR and the associated documentation.

o Complaint about a staff member: If a complaint is received from a volunteer about a member of staff, it will be passed to that staff member’s line manager and handled according to the Dignity and Respect Policy and other relevant policies.

The Dignity and Respect Policy aims to assist in developing a working environment which is free of bullying and harassment and give confidence to individuals to complain about bullying or harassment if this takes place.

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Remind participants that the two separate systems exist because: National volunteers are appointed by, and responsible to, their volunteer line manager (ultimately reporting to the UK Chief Commissioner).

Staff are appointed by, and responsible to, their line manager (ultimately reporting to the Senior Leadership Team and the Chief Executive).

One does not manage the other.

Trainer note

This segment may touch on real concerns or issues for participants, but it would be inappropriate in this session to discuss real people or real issues. In such circumstances participants should be advised where to seek support following the training and personal support offered following the session if possible.

Task (5 Minutes)

Issue a copy of the protocol (appendix 4&5) to all participants. Summarise the elements

Highlight the value of having a structured approach to working relationships and a formalised process for dealing with difficulties.

Illustrate that everything that has been covered today is covered in the document.

Recommend investing the time to establish and maintain a working agreement for new relationships and projects Thank the participants and close highlighting how good it is when we get the relationships right.

Show second video.

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Appendix 1: Case Study – Effective working relationships As senior staff member for the Scout Section, Jamie works with two key volunteers. Max, as lead volunteer, was very clear on appointment that as a senior figure in the Ambulance service, he had limited time for the role and is not in complete control of his diary as he had a 24/7 duty to respond to serious incidents. His preference is for public facing section events for which he fixes 1 day per month and he attends all team and committee meetings as required. His preference is for telephone briefings before all meetings as he doesn’t have the time to read all the papers. He rings every few days to ‘catch up’ when he’s free, but this is always at random times including evenings and weekends for which he always apologizes. All detailed work he refers to his deputy Sarah. Max thinks Jamie is a ‘great lad’ and they get on well together. Sarah is a deputy head teacher in a primary school. She always jokingly tells people that Max has all the fun whilst she does all the work. Sarah is excellent at dealing with detailed work but, as an ex English teacher, always proofs and edits everything that is sent to her, even drafts, and refuses to let anything be distributed without her final approval. Deadlines are often missed as she insists it is more important to ‘get things right’. She almost without fail does an hours ‘Scout work’ after school before going home, but as a carer for her mother, doesn’t like being disturbed in the evening, although she sometimes does late night e mails. Jamie respects Sarah and is grateful that she covers the work that Max doesn’t do, but is aware that on at least one occasion she has blamed him for a project being late because the material he send her wasn’t ‘good enough’ and she had to ‘completely re-write it’ which wasn’t true. He has never mentioned this to her. What good practice is evident in these working relationships and what could be improved?

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Appendix 2: Partnership Agreement Volunteer: Staff Member:

Preferred Contact Details: Address: Phone: M: H: W: Email(s): 1. 2. Other contact methods: 1. 2.

Preferred Contact Details: Address: Phone: M: W: M: Email(s): 1. 2. Other contact methods: 1. 2.

Typical availability:

Typical availability:

Regular exceptions:

Regular exceptions:

Approximate percentage of work this represents: % hrs

Approximate percentage of work this represents: % hrs

Our Agreement: We will:

We will review and update this agreement on: (Date)

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Appendix 3: Example Partnership Agreement Volunteer: Roger Rogers Staff Member: Mason Anduli Preferred Contact Details: Address: 123 The Street, London, E4 9RS Phone: M: 07711 492279 H: 0208 5033302 W: 0208 5237691 Email(s): 1. GSLDucks@yahoo.co.uk (Scouting) 2. r.rogers123@gmail.com (Personal) Other contact methods: 1.Facebook 2.Messenger

Preferred Contact Details: Address: Gilwell Park, Chingford, E4 7QW Phone: M: 0780 8586962 W: 0208 4987351 M: 07861 636913 (Emergencies) Email(s): 1. Mason.Anduli@scouts.org.uk 2. Other contact methods: 1.WhatsApp 2.Basecamp

Typical availability: After 6pm most days. Will pick up calls for urgent matters at work if possible. Generally I look at my e mails at lunchtime (1-2)

Typical availability: Working days 8-4. Generally work from home on Fridays. Tend to view but not reply to e mails evenings and Saturdays up to 8pm but have Sundays completely free (unless working!)

Regular exceptions: Run Explorers on Thursday evening and play Badminton on Mondays. Every 3rd weekend I am unavailable as I care for my Grandparents.

Regular exceptions: Away with climbing club 1st weekend of every month (usually no phone signal) Never take my phone on holiday!

Approximate percentage of work this represents: % 20 hrs 2/3

Approximate percentage of work this represents: % 10 hrs 2

Our Agreement: We will:

Respond to e mails in 48hrs. Notify each of leave/other circumstances is not available for longer than 48 hours. Share all papers for meetings as drafts no later than 10 days in advance. Meet every 6 weeks - alternating Gilwell and central London. Check all money/budget issues with Deputy. Take it in turns to bring cake!

We will review and update this agreement on: (Date)

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Appendix 4: Staff and Volunteer Relationship Policy Introduction To make the greatest impact to Scouting, it is important that national volunteers and staff work effectively and efficiently together. In any working relationship, people work best together when they understand each other’s strengths and weaknesses and are open and honest. All relationships have their ups and downs – the key is to use a framework to ensure that relationships are more likely to be productive, problems are less likely to occur and where problems do occur it is easier to solve them. This document outlines how The Scout Association will ensure the relationship between the staff and national volunteers is a powerful one for change. The Scout Association believes that by national volunteers and staff working together, we add value to Scouting. National volunteers are not appointed to undertake the work of staff. The Scout Association makes appropriate use of volunteers and they are not regarded as a replacement workforce. It includes:

a) A policy statement on effective working between national volunteers and staff.

b) Our approach to training and supporting national volunteers and staff to ensure working relationships are effective.

c) A National Volunteer / Staff Protocol that outlines what should happen when relationships break down.

National Volunteers and Staff Policy Statement The Scout Association believes that effective partnership working between national volunteers and staff is essential to our success as a movement. We believe that by establishing strong working relationships between volunteers and staff, and acting in ways that are consistent with our values, we are more likely to achieve our strategic goals and ultimately we will have a greater impact on Scouting across the UK. Our values are:

Integrity we act with integrity; we are honest, trustworthy and loyal Respect we have self-respect and respect for others Care we support each other and take care of the world in which we live Belief we explore our faiths, beliefs and attitudes Cooperation we make a positive difference; we cooperate with others and make friends

If, as individual volunteers and staff members, we live out our values on a daily basis we are more likely to have strong and effective working relationships and are more likely to make a positive impact on volunteers and ultimately young people involved in Scouting.

Definitions When we refer to national staff we mean all staff (part-time or full-time) employed by The Scout Association (HQ). For the purposes of clarity and readability we have included ‘contractors’ under the broad heading of ‘staff’ within this document. Please note that this does not imply a contract of employment. Where we refer to national volunteers we mean all volunteers who are appointed to a UKHQ volunteer role including the UKCC team, the members of their teams and Regional Commissioners (England). This does not include volunteers who are part of the staff line management chain such as international volunteers who work for the activity centres (these roles are specifically included in the staff Dignity and Respect Policy).

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Management and accountability The Trustee Board is ultimately responsible for the performance, accountability and well-being of national volunteers and staff. The Chief Executive and UK Chief Commissioner report to the Board through the Chair of Trustees. National volunteers are appointed by, and responsible to, their volunteer line manager (ultimately reporting to the UK Chief Commissioner). Staff are appointed by, and responsible to, their line manager (ultimately reporting to the Senior Leadership Team and the Chief Executive).

Our mutual expectations Staff and volunteers will:

Ensure that decisions are made in the best interests of The Scout Association and not those of self, individuals or groups;

Recognise a shared commitment to continually improve the support we provide to young people and adults;

Strive to work in close partnership with each other;

Respect each other as people who bring different skills, experiences, perspectives, and value their contribution;

Work to provide clear, concise and relevant information on which to base decisions;

Act professionally at all times and be polite and friendly;

Maintain confidentiality where appropriate with other members of staff and volunteers;

Accept decisions that are made by the relevant committees and present a united view in public forums;

Discuss any national policy or plans with each other before they are made public;

Agree to work to deadlines that are agreed before work commences, that take into account personal and work commitments;

Commit to learning and development where there are knowledge or skills gaps;

Prepare for meetings so that they are well informed;

Attend meetings and play an active part;

Consult one another when considering changes to staff or volunteer structures to ensure that we are able to work together in the most effective manner; and

Reflect from time to time on the overall state of relations to help identify potential issues and to put appropriate actions in place.

National volunteers can expect staff to:

Recognise that volunteering involves people giving up their time freely;

Respect the time volunteers give outside their family and work lives; and

Contribute to the effective induction, training and development of national volunteers.

Staff can expect national volunteers to: Value their professional expertise;

Respect that staff have the right to a private life outside of work and that other work commitments may impact on their responsibilities in a particular area of work;

Use their time to best effect (for example by asking staff to do tasks that national volunteers cannot easily do themselves); and

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Recognise that staff are not always at work and they are entitled to time off.

Training and support

All national volunteers and staff members will be trained in how to ensure there is effective working between staff and volunteers. This is a compulsory part of the induction for all national volunteers and staff.

National Wood Badge All national volunteers with a specific national appointment (as against those as part of a working group or undertaking tasks in a short timescale) and staff who work with volunteers will undertake a national Wood Badge. The Wood Badge will be consistent with the Wood Badge achieved at all levels of the Movement using the same modular approach, oversight from a Training Advisor and emphasis on validation of learning and subject to arrangements approved by the UK Commissioner Adult Support (in the same way that this is the responsibility of the County Training Manager locally). This will be mandatory with effect from 1st September 2016. This will ensure national volunteers and staff are properly equipped to fulfil their responsibilities with knowledge or skills gaps identified at the earliest stage and plans put in place to eliminate those gaps. All national volunteers and relevant staff will undertake a personal learning plan (PLP) to achieve their Wood Badge. By staff and volunteers undertaking a national Wood Badge, both parties will develop a common language and understanding of what UK HQ is seeking to achieve. Module on effective working between staff and volunteers As a part of achieving the national Wood Badge there will be a specific module on effective working between staff and volunteers. This will include:

An understanding of the National Volunteer and Staff Policy and Protocol;

How to establish mutual expectations, joint goals and agreed ways of working;

Practical advice on maintaining effective partnership working between staff and volunteers;

Coaching skills;

Case studies and examples of effective working and ineffective working; and

An understanding of what to do when relationships break down.

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Appendix 4: National Volunteer/ Staff Protocol Overview This protocol outlines what should happen when there is a breakdown in a relationship between national volunteers or staff or when they feel the National Volunteer and Staff Policy is not being adhered to.

When relationships break down All relationships have their ups and downs. When either a volunteer or staff member is concerned about their working relationship, The Scout Association is keen to encourage individuals to resolve matters informally in the first instance. By maintaining regular honest and open communication concerns can be resolved quickly. However, where ongoing concerns occur over a number of weeks and months there may need to be more structured support.

Stage One: Raising concerns informally Where there are concerns about a working relationship between a volunteer and a staff member in the first instance those concerns should be addressed by the two parties. In the first instance, the person with concerns should raise it with the other and discuss the issue in the spirit of this policy and with the intention of solving the issue. If the person with concerns feels unsure about raising it directly, then the issue should be raised with that person’s line manager. The line manager will consider the way forward as described below and it may be appropriate for the two line managers involved to have a discussion. It may be necessary to use third party support to assist discussions and to seek a resolution on a way forward to the satisfaction of both parties. This may involve:

both line managers (of the volunteer and the staff member) agreeing ways of working with the individuals concerned; or

the use of an independent mediator.

Stage Two: Formal If either a volunteer or a staff member continues to have serious concerns about their working relationship with a staff or volunteer or they believe they are being treated unfairly they should put their complaint formally in writing to their line manager. In all cases, complaints will be considered according to behaviour expected in Scouting in line with our values.

Complaint about a volunteer If a complaint is received from a member of staff about a volunteer, it will be handled according to The Scout Association’s complaint procedure as detailed in chapter 15 of POR and the associated documentation. For this procedure to work in the national context, the following will be observed:

a) the complaint will be handled by the immediate line manager of the volunteer (as described in the process, it may be appropriate for the complaint to be handled by another line manager in some circumstances);

b) the line manager shall take into account any advice from The Scout Association’s HR team to ensure that the handling of the complaint process also takes into account any relevant employment law and good practice;

c) the outcome of the complaint may result in some action being taken, including: training for the volunteer to change behaviour; changes to responsibilities; cancelation of the current appointment;

d) any appeal will be heard by the next line manager (in the case where the initial complaint is handled by the

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UK Chief Commissioner, the appeal will be heard by a trustee appointed by the Chair of the board);

e) the person hearing the appeal will take into account any advice from The Scout Association’s HR team to ensure that the handling of the appeal process also takes into account any relevant employment law and good practice;

f) if the complaint is about the UK Chief Commissioner, it will be handled by a trustee appointed by the Chair of the board and any appeal will be heard by another trustee appointed by the Chair of the board.

Complaint about a staff member: If a complaint is received from a volunteer about a member of staff, it will be passed to that staff member’s line manager and handled according to the Dignity and Respect Policy, and other relevant policies. The Dignity and Respect Policy aims to assist in developing a working environment which is free of bullying and harassment and give confidence to individuals to complain about bullying or harassment if this takes place. The policy includes a procedure that provides a mechanism whereby individuals can report issues relating to bullying and harassment and for these to be dealt with.